Free Orchards Elementary

Grade/Teacher

2

Artist- Nicole McCall

 

 

Essential Questions and Student Understanding

ESSENTIAL QUESTION:

How can I observe and describe matter in my environment?

 

STUDENTS WILL UNDERSTAND THAT (ONE STATEMENT):

The students will understand the difference between adjectives, adverbs and prepositional phrases in relation to their observations of states of matter and plants.

 

Anchor Standards

Common Core State Standard (choose one):

  • 2-PS1-1:  Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties. [Clarification Statement: Observations could include color, texture, hardness, and flexibility. Patterns could include the similar properties that different materials share.]
  • 2.L.1:  Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.  Use adjectives and adverbs, and choose between them depending on what is to be modified.                                                   

National Core Art Standards (choose one): 

 

Relevant/Anchor Texts (See Common Core Appendix B, for examples)

Nicole will email video links of dance performance to teachers ahead of time.

Nicole will bring in pictures of seeds and sprouts to use as Anchor Texts.

 

Right Brain Arts-Based Strategy/ies modeled during the residency

Snapshot

ABA

Observational Thinking

Tableau


LESSON PLAN

Pre-residency (include introducing students to artform/teaching artist/content)

Emailed teacher outline of expectations and video clip of BodyVox performances so that students understand what kind of dance we do.

Residency Day #1

Science Concept: Observations/Predictions (using Seed Shapes)

Dance Concept: Shaping

Dance Activity: Snapshot, Across the Floor, Free Dance

Arts Strategies: Observational Thinking, Snapshot, and ABA

Goal for the Day:  Teach the students the arts integration strategy of Observational Thinking as the 1st step of scientific inquiry.  

Lesson Plan:

  1. Braindance warmup
  2. OBSERVATIONAL THINKING of seed pictures
  1. Observe the Picture--in silence for one minute, try to see as many details as possible
  2. Describe--What components do they see? What details did you notice about that?  Be sure to include descriptive adjectives--this will be critical for our dancing later.  
  3. Infer--What might be going on here?  What is the relationship of the parts?  Can you see any possible causes/effects of this system?  Why do you think so?  What is your eveidence?  

  1. INTRODUCE THE SCIENCE CONCEPT: Seed shapes AND THE DANCE ELEMENT: Shaping
  1. Say, See, Do the word
  2. Play Snapshot--make a shape imagining yourself to be different types of seeds you saw from the pictures.

  1. ACROSS THE FLOOR--
  1. choose a type of seed and move across the floor holding that shape  OR
  2. 8 counts-- cue the students to move like a certain type of Energy for 8 coutnts, then switch

  1. ABA- If time allows
  1. Have students pair up--sit back to back
  2. Then create a dance:
  1. A--make your seed shape,
  2. B- move like your seed shape,
  3. A- connect and make seed shape

  1. REVIEW-- What is the first step in learning about nature?  MAKE OBSERVATIONS!
  1. OBSERVATIONAL THINKING can create a thorough description and inferences
  2. SNAPSHOT is a way to show what you’ve observed

Between

Play SNAPSHOT--Take a “Brain Break” and play Snapshot for any topic of your choosing.

Residency Day #2

Science Concept: Elements (Sun, Soil, Air, and Water), Cause/Effect

Dance Concept: Relationships

Dance Activity: Seed Shape/Element Museum (Across the Floor if another activitiy is needed)

Arts Strategies: Snapshot, ABA

Goal for the Day:  Students will be able to demonstrate interconnectedness of elements and seeds.

Lesson Plan:

  1. Braindance warmup
  2. REVIEW
  1. Observational Thinking--Observe, Describe, Infer
  2. Snapshot

  1. INTRODUCE THE SCIENCE CONCEPT: elements AND DANCE ELEMENT: relationships
  1. Say, See, Do the words

  1. SHAPE MUSEUM
  1. Divide the class into two groups--½ are Seed Sculptures (shaping from Day 1)
  2. ½ are Elements Visitors--they dance Over, Under, Around, Through

  1. CHOREOGRAPY
  1. Review yesterday’s pattern:  pairs make a seed shape, they move as their seed shape, then freeze connected.
  2. Add new section:  Take Turns doing Seed Sculpture/Element Museum
  1. 1st: one is the seed and the other is the element, then switch

  1. REVIEW
  1. Are seeds independent?  What are they dependent on?
  2. Guide them to show how seeds and elements are INTERCONNECTED.

Between

Play Snapshot for a brainbreak.  Or try Observational Thinking for your next lesson.

 

Residency Day #3

Science Concept: Germination

Dance Concept: Direction

Dance Activity: Across the Floor

Arts Strategies: ABA

Goal for the Day:  Students will understand the process of germination.

  1. Lesson Plan:
  2. Braindance warmup
  3. REVIEW
  1. How do seeds travel?  What elements help them develop?
  2. Snapshot, ABA

  1. INTRODUCE THE SCIENCE CONCEPT: germination AND DANCE ELEMENT: direction
  1. Say, See, Do the words
  2. Germination:  when a seed begins to show roots, a sprout, as well as small leaves.

  1. ACROSS THE FLOOR
  1. Gallop right 4x, Hop 4x, Gallop left 4x, Leap Upwards
  2. ½ are Elements Visitors--they dance Over, Under, Around, Through

  1. CHOREOGRAPY
  1. Review the pattern:  
  1. pairs make a seed shape, they move as their seed shape, then freeze connected
  2. Take turns being the element and seed
  1. Add new:  choose one as a root, and another as a sprout.  
  1. For 8-16 cts, dance in a downward/upward direction.  
  2. Then add the pattern from across the floor.
  3. Finish in a group in center stage (which will become a Tableau Day 4)

  1. REVIEW
  1. Why do sprouts grow upwards?  What is it stretching and reaching for?
  2. Do roots just go downwards or also in another direction?  Why is that do you think?

Between

Keep looking for opportunities to use Snapshot and Observational Thinking.

 

Residency Day #4

Science Concept: Parts of a Plant (roots, stem, leaves, flowers, fruit, seeds)

Dance Concept: Shaping, Group Collaboration

Dance Activity: Sculptor and Clay

Arts Strategies: Tableau

Goal for the Day:  Students will be able to identify parts of a plant and learn the arts integration strategy Tableau.

Lesson Plan:

  1. Braindance warmup
  2. REVIEW
  1. How do seeds travel?  What elements help them develop?
  2. Snapshot, ABA

  1. INTRODUCE THE SCIENCE CONCEPT: elements AND DANCE ELEMENT: relationships
  1. Say, See, Do the words

  1. SCULPTOR and CLAY
  1. Find a partner--show the class picture of a plant part
  2. Have the Sculptor mold the clay into the part of the plant
  3. Switch roles

  1. CHOREOGRAPY
  1. Review the pattern:  
  1. pairs make a seed shape, they move as their seed shape, then freeze connected
  2. Take turns being the element and seed
  3. Dance as a root/sprout, the do the Direction section, finish as a group in the middle.
  1. Add new: Tableau
  1. As a group-make a Tableau demonstrating parts of a plant.
  2. Remember to use Levels, Eye Focus
  3. Tap students so they can “speak in their role” as their character at that moment (Thought track).

  1. REVIEW
  1. How are parts of a plant similar to our lives?  (We each have a job to do within our community.)
  2. Show how all the parts make up the whole.  

Between

Create Tableaus in small groups to intergrate your next Language Arts lesson.  

 

Residency Day #5

Science Concept: Plant Life Cycle

Dance Concept: Performer/Audience

Dance Activity: Favorite activities and then “Informance”

Arts Strategies: Snapshot, Observational Thinking, ABA, Tableau

Goal for the Day:  Help students remember all the Arts Integration Strategies.  Teach them what a supoprtive and respectful audience looks/sounds like.  

Lesson Plan:

  1. Braindance warmup
  2. REVIEW
  1. How do seeds travel?  What elements help them develop?
  2. Snapshot, ABA

  1. INTRODUCE THE SCIENCE CONCEPT: elements AND DANCE ELEMENT: relationships
  1. Say, See, Do the words

  1. SCULPTOR and CLAY
  1. Find a partner--show the class picture of a plant part
  2. Have the Sculptor mold the clay into the part of the plant
  3. Switch roles

  1. CHOREOGRAPHY
  1. Review the pattern:  
  1. pairs make a seed shape, they move as their seed shape, then freeze connected
  2. Take turns being the element and seed
  3. Dance as a root/sprout, the do the Direction section, finish as a group in the middle.
  1. Add new: Tableau
  1. As a group-make a Tableau demonstrating parts of a plant.
  2. Remember to use Levels, Eye Focus
  3. Tap students so they can “speak in their role” as their character at that moment (Thought track).

  1. REVIEW
  1. How are parts of a plant similar to our lives?  (We each have a job to do within our community.)
  2. Show how all the parts make up the whole.